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synchrony with vocalic and verbal elements have been brought together. These have resulted in impressive developments in stu- dents’ language use and retention, provided the method of teaching has been adhered to. Studying teachers who were not having the expected success, Taeschner and colleagues found the key element of synchrony of voice and gesture missing in the teachers’ expres- sion, causing confusion in the students. Educators around the world are rediscov- ering gesture’s role in general cognitive devel- opment, its integral link with expression and perception in interaction and with language, and as an indicator of and path to the affec- tive realm of the learner’s experience. It’s a rich fi eld of exploration and practice. T Dr Jane Orton is a senior lecturer and coordinator of modern languages educa- tion in the Melbourne Graduate School of Education at the University of Melbourne. There are major centres of gesture studies at the Max Planck Institute for Psycholinguistics at Njimegan and the University of Chicago, and also at the universities of Aix-en-Provence, Berlin, Austin and Victoria University in Canada. In 2001, the International Society for Gesture Studies (ISGS) was established. ISGS runs a biennial confer- ence and a quarterly journal, Gesture, all involving scholars and practitioners from the full range of communication and learning fi elds. An affi liate of ISGS, the Gesture Studies Network Australia was founded this year, with a home at the University of New South Wales. LINKS: For more on ISGS and Gesture, visit www.gesturestudies.com For more on the Gesture Studies Network Australia, email Dr Alexis Tabensky at a.tabensky@unsw.edu.au Photo by Chelsea Turner courtesy of stock.xchng For references, go to http://teacher.acer.edu.au professional development 27